Behavioral Management - Preventative Approaches
Maslow's Hierarchy of Needs
Something to think about......When trying to determining WHY students behave the way they do, consider what might be going on behind the scenes. If basic needs are not satisfied, then we tend to not be able to focus and instead remain preoccupied (consciencely or subconsciencly) on what the issue may be. As teachers, understanding that student behavior is often a response to something else going is important for us to keep in mind and to not take the actions of students personally by instead utilizing rational detachment.
Something to think about......When trying to determining WHY students behave the way they do, consider what might be going on behind the scenes. If basic needs are not satisfied, then we tend to not be able to focus and instead remain preoccupied (consciencely or subconsciencly) on what the issue may be. As teachers, understanding that student behavior is often a response to something else going is important for us to keep in mind and to not take the actions of students personally by instead utilizing rational detachment.
Involve students in the process of behavior management in order to set up:
-buy-in
-ownership
-accountability
-self-regulation
-positive relationships
-strong communication
-decision-making opportunities
THE BIG FIVE
Much strong research has highlighted the “Big Five” behavioral management strategies:
1. Rules
Establish and teach classroom rules to communicate expectations for behavior.
The key here is to not merely identify, communicate, and post what the rules are, but to actually teach and model them as well as continually reinforce them.
2. Routines
Build structure and establish routines to help guide students in a wide variety of situations.
Routines help guide the class like a well-oiled machine. Routines and expectations need to be established for all instructional situations.
3. Praise
Reinforce positive behavior using praise and other means.
By not drawing attention to poor behavior and instead praising the good behavior of students, an emphasis is placed on how students should be properly behaving instead on how students misbehave.
4. Engagement
Foster and maintain student engagement by teaching interesting lessons that include opportunities for active student participation.
As discussed in previous lessons, engagement is the best form of classroom management. However, it is not the only form of classroom management. It only works hand-in-hand with the other described strategies.
5. Consequences for Misbehavior
Consistently impose consequences for misbehavior.
Consequences should be established and followed through with consistency - with no wiggle room and without backing the student into a corner. The consequences should be presented in a "stepped" manner that gives students and warning and choices before a level 1 then level 2 consequence, as discussed in Rob Plevin’s video on the Use of Consequences.
Much strong research has highlighted the “Big Five” behavioral management strategies:
1. Rules
Establish and teach classroom rules to communicate expectations for behavior.
The key here is to not merely identify, communicate, and post what the rules are, but to actually teach and model them as well as continually reinforce them.
2. Routines
Build structure and establish routines to help guide students in a wide variety of situations.
Routines help guide the class like a well-oiled machine. Routines and expectations need to be established for all instructional situations.
3. Praise
Reinforce positive behavior using praise and other means.
By not drawing attention to poor behavior and instead praising the good behavior of students, an emphasis is placed on how students should be properly behaving instead on how students misbehave.
4. Engagement
Foster and maintain student engagement by teaching interesting lessons that include opportunities for active student participation.
As discussed in previous lessons, engagement is the best form of classroom management. However, it is not the only form of classroom management. It only works hand-in-hand with the other described strategies.
5. Consequences for Misbehavior
Consistently impose consequences for misbehavior.
Consequences should be established and followed through with consistency - with no wiggle room and without backing the student into a corner. The consequences should be presented in a "stepped" manner that gives students and warning and choices before a level 1 then level 2 consequence, as discussed in Rob Plevin’s video on the Use of Consequences.
Curwin and Mendler’s Nine Steps for Consequence Implementation
Other techniques include:
-Have high expectations for behavior and communicate them
-Be prepared for disruptions with a calm attitude and a plan in place...this includes establishing consequences
-Overplan to avoid downtime
-Avoid confrontations
-Cultivate positive relationships by being firm, but fair
-Remain calm and in control by maintaining patience
-Handle behavioral issues within the classroom, as much as possible and when the circumstance is not extreme, as opposed to sending students to the office.
- Always implement a consequence: Be consistent.
- Simply state the rule and consequence.
- Be physically close: use the power of proximity.
- Make direct eye contact.
- Use a soft voice.
- Catch the student being good.
- Don’t embarrass the student in front of the class.
- Be firm, but anger free when giving the consequence.
- Don’t accept excuses, bargaining or whining.
Other techniques include:
-Have high expectations for behavior and communicate them
-Be prepared for disruptions with a calm attitude and a plan in place...this includes establishing consequences
-Overplan to avoid downtime
-Avoid confrontations
-Cultivate positive relationships by being firm, but fair
-Remain calm and in control by maintaining patience
-Handle behavioral issues within the classroom, as much as possible and when the circumstance is not extreme, as opposed to sending students to the office.
Top 6 Attention-Getters
1) The Countdown - "Folders turned in, sitting, and silent in 5, 4, 3, 2, 1" - Even middle schoolers jump to the challenge!
2) Whispering - "If you can hear me, raise your hand." - Lowering your voice forces students to give attention to listen in.
3) Identifying Those Who ARE on Task - "I love the way Team 2 is listening....and team 4" - Providing this positive reinforcement focuses the class on the good going on and not the bad.
4) The Clapping Pattern - "Clap, clap, clapclapclap" - Students (usually elementary) then respond by repeating and providing immediate attention.
5) Refer to the Classroom Guidelines - Get kids in on the act by having them be a part of the creation of the "classroom guidelines." It allows for consistency as well as buy-in and ownership so that when you reference it when poor behavior is displayed....they own up!
6) Proximity - Move closer to the misbehavior to encourage it to stop!
7) ???? - What is your favorite?
1) The Countdown - "Folders turned in, sitting, and silent in 5, 4, 3, 2, 1" - Even middle schoolers jump to the challenge!
2) Whispering - "If you can hear me, raise your hand." - Lowering your voice forces students to give attention to listen in.
3) Identifying Those Who ARE on Task - "I love the way Team 2 is listening....and team 4" - Providing this positive reinforcement focuses the class on the good going on and not the bad.
4) The Clapping Pattern - "Clap, clap, clapclapclap" - Students (usually elementary) then respond by repeating and providing immediate attention.
5) Refer to the Classroom Guidelines - Get kids in on the act by having them be a part of the creation of the "classroom guidelines." It allows for consistency as well as buy-in and ownership so that when you reference it when poor behavior is displayed....they own up!
6) Proximity - Move closer to the misbehavior to encourage it to stop!
7) ???? - What is your favorite?
Evaluate
List the techniques described.
Which will be effective for you?
1 - Not Likely
2 - Possibly
3 - Very Likely
Discuss in Conver-Stations
Behavioral Management Resources
*Classroom Management Fundamentals for New Teachers - Edutopia's compilation of excellent advice.
A Dozen Behavior Management Mistakes and What to Do Instead - A list and descriptions of the do's and dont's.
Assertive Discipline - From Lee Canter's philosophy, assertive discipline is backed by years of research and is the "go-to" approach for behavior management.
Positive Discipline - "Positive Discipline is a program based on the work of Alfred Adler and Rudolf Dreikurs and designed to teach young people to become responsible, respectful and resourceful members of their
communities."
*Classroom Management Fundamentals for New Teachers - Edutopia's compilation of excellent advice.
A Dozen Behavior Management Mistakes and What to Do Instead - A list and descriptions of the do's and dont's.
Assertive Discipline - From Lee Canter's philosophy, assertive discipline is backed by years of research and is the "go-to" approach for behavior management.
Positive Discipline - "Positive Discipline is a program based on the work of Alfred Adler and Rudolf Dreikurs and designed to teach young people to become responsible, respectful and resourceful members of their
communities."